Background: In addition to memory and attention, several key elements influence language acquisition, including procrastination, motivation, and time orientation. These factors can significantly affect the success or failure of language education programs. Methods: This study examined the complex relationships between time perspectives, motivation, and procrastination among medical English for Specific Purposes (ESP) students. A total of 200 medical students (male and female) aged 18-25 from Tabriz University of Medical Sciences were selected through stratified sampling. They were studying in their fourth and fifth semester of education and they were at the upper intermediate and advanced language proficiency based on their language scores. Data collection instruments included the Zimbardo and Boyd time perspective scale by the reliability index of 0.78, Aitken procrastination scale having the reliability index of 0.88, and Gardner motivation test battery with a reliability index of 0.71, and validity ensured. For testing the hypotheses of the study, correlational analysis and structural equation modeling (SEM) was used and the most appropriate index for considering the fitness of model in this method is goodness of fit (GOF) and as the amount of GOF in this study came to 0.43 which is above 0.4, so it met the accepted thresholds and the SEM adequacy was confirmed. Results: The results indicated that different dimensions of time perspective had distinct effects on motivation and procrastination. Furthermore, motivation played a mediating role in the relationships between time perspectives and procrastination. Conclusion: The findings have important theoretical and practical implications for ESP teachers, psychologists, teacher educators, and medical students, highlighting the significance of understanding the interplay between time orientation, motivation, and procrastination in language acquisition.
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